alignment between course learning outcomes and assessments an analysis within linguistic programs at a university in vietnam

By illuminating these strengths and weaknesses, this study contributes valuable insights for refining course design paradigms, fostering more coherent alignment between intended learning

Rationale for the study

The globalized world's dominance of the English language in various spheres such as socio-economic development, technology, art and culture, and international relations has accentuated the need for career-oriented education to equip university students with language proficiency for effective exchange and integration In this educational context, considering the alignment between assessment and learning outcomes in improving educational practices and fostering student learning represents a significant focus in higher education globally, particularly with the shift from a teacher-centered to a student-centered approach (El-Maaddawy & Deneen, 2017; Kennedy et al., 2007; Ngatia, 2022) A major concern in developing learning outcomes is their measurability, as they must lend themselves to assessment procedures that successfully evaluate what students have obtained after learning the courses

Theoretically, the critical requirement is to develop evaluation methods and assessment tasks that can determine the extent to which these established learning outcomes are satisfied This cohesive connection between assessment strategies, and intended learning outcomes serves as a crucial factor in enhancing the transparency of the overall learning experience (Coates, 2014) However, teachers may confront the difficult challenge of selecting and designing suitable assessments to guarantee a smooth alignment with the specified learning objectives As a result, the difficulty is not only in articulating precise and measurable learning goals but also in integrating them into a framework that improves the learning experience Curriculum alignment becomes a crucial process for evaluating educational courses or programs, enabling them to effectively respond to the evolving demands of society and the labor market Through consistent understanding of course objectives and assessment methods, successful comprehension and application of knowledge are fostered, promoting active engagement and self-discovery among students

To contribute to this endeavor, the present study aims to analyze the alignment between course learning outcomes and assessments within linguistic programs at a Vietnamese university, sheds light on potential discrepancies or congruence between what is intended to be taught and what is being evaluated It is hoped that the findings of this research will promote a more positive and effective learning and provide valuable insights into enhancing language education and its relevance to the demands of the contemporary world Furthermore, the insights gained from this study are also expected to aid teachers and curriculum development teams in designing more efficient and targeted courses, ultimately enhancing students' language proficiency and overall learning experience in linguistic programs at the university.

Aim and objectives of the study

The primary aim of this study is to investigate the alignment between course learning outcomes and assessments within linguistic programs at a Vietnamese university The overarching objectives are:

• To examine how Bloom Taxonomy applied in writing and delivering learning outcome statements to students

• To analyze the extent to which the stated learning objectives of linguistic courses correspond with the actual assessment methods employed to evaluate students' knowledge and skills

• To make recommendations with a view to enhancing the alignment between assessment and learning outcomes in the researched institution.

Research question

In pursuit of the research aim and objectives outlined above, an overarching research question has been put forward:

• To what extent do the assessment methods employed in linguistic courses align with the stated learning objectives at a Vietnamese university?

Scope of the study

The scope of this research focuses on analyzing 33 different sets of documents including syllabi and test specifications for assessing learning outcomes These documents represent a purposive selection from both linguistic courses and courses from EMI group (English as a Medium Instruction) offered within the linguistic programs The inclusion of major language courses and courses from EMI group ensures a holistic representation of the diverse educational offerings within the linguistic curriculum The examination of these 33 sets of documents allows for an investigation into the alignment dynamics between course learning outcomes and assessment methods This scope enables an in-depth exploration of current alignment and possible challenges across the linguistic programs, while also facilitating the identification of patterns specific English-majored and EMI courses.

Significance of the study

The extensive literature on utilizing Bloom's Taxonomy to align assessments with learning outcomes reveals a research gap, particularly within the context of Vietnamese higher education While global studies highlight the taxonomy's importance in shaping educational practices, few focus on its application in Vietnam This gap emphasizes the necessity for the present study, which aims to investigate how Vietnamese higher education teachers employ Bloom's Taxonomy in writing learning outcomes and aligning assessments with stated learning outcomes By examining this alignment, the research can uncover disparities and areas of misalignment, informing suggestions to enhance instructional design and assessment strategies

This study holds promise for improving course design within linguistic programs

By identifying alignment strengths and weaknesses, educators can refine educational offerings to better support students' cognitive development and knowledge acquisition Additionally, the findings could guide the development of courses aligned with the goals of linguistic programs, creating a more cohesive learning experience Ultimately, this research has the potential to drive meaningful improvements in pedagogical practices, educational quality, and student success within linguistic programs within the institution context.

Research methods

The research methodology for this study involves a combination of document analysis and qualitative content analysis methods to investigate the alignment between learning outcomes and assessment methods within linguistic courses Over

30 sets of documents, including test specifications and assessment guidelines, are collected from a diverse range of linguistic courses to serve as primary data sources Through a systematic coding process based on Bloom's Taxonomy levels, learning outcomes and assessment methods are categorized to provide a structured framework for evaluating alignment The alignment assessment is conducted using the predefined coding scheme, focusing on assessing the extent to which learning outcomes align with the cognitive demands implied by assessment methods

Qualitative content analysis will further facilitate the identification of emerging patterns, and misalignments within linguistic programs, leading to a comprehensive interpretation of the data The results will be discussed in light of pedagogical practices and curriculum design, with implications drawn for enhancing educational quality within linguistic programs.

Structure of the thesis

The thesis structure commences with an Introduction, providing an overview of the study Subsequently, the paper unfolds as follows:

Chapter 1, the Literature Review, provides updating research theories concerning learning outcomes, assessments, types of assessment, constructive alignment, and outcome-based approaches It furnishes a comprehensive review of prior studies conducted both in Vietnam and abroad

Chapter 2, Research Methodology, delineates the research framework by presenting a descriptive account of the institutional setting and the document selection process for analysis It also outlines the research methods, data collection procedures, and data analysis techniques employed

Chapter 3 is the Findings and Discussion section The author presents the findings pertaining to the formulation of learning outcomes using Bloom's taxonomy and assesses the current alignment and misalignment between learning outcomes and assessments A thorough discussion of these findings is provided

Finally, the Conclusion serves as a succinct summary of the thesis, encapsulating the key points emphasized in the preceding chapters It also provides the implications and limitations of the study for future research.

LITERATURE REVIEW

Course learning outcomes

In recent decades, 'learning outcomes' has gained widespread usage in educational literature and among higher education practitioners (Hussey & Smith, 2008) In terms of curriculum studies scholarship, Pollard (2014) and other authors remark that writing learning outcomes is essential to excellent lesson design In general, learning outcomes, also known as intended learning outcomes, learning objectives, or student- focused goals, are classified as week- or lesson-long planning (Butt, 2006; Fautley & Savage, 2013) An educational outcome refers to the abilities or skills that a student should possess upon successfully completing an academic program, course, or instructional unit (Rao, 2020) All these terms include the idea of intention and maintain an emphasis on the students' educational objectives Consequently, formulating learning outcomes necessitates instructors to accurately predict what they intend their students to acquire, demonstrating the expected interaction between teaching and learning during sessions

Learning outcomes are statements outlining the achievements of learning and describing what a learner is supposed to demonstrate an understanding or apply knowledge at the end of a period of learning (Adams, 2006) A successful learning outcome should be measurable, necessitating careful consideration of summative assessment at the beginning of the planning stages (Kibble, 2017) These outcomes must delineate the specific behaviors of learners to be assessed and emphasize the content of knowledge acquired by students, rather than detailing the instructional methods the educator will employ in shaping their learning experience (McNeill et al., 2012) An outcome denotes the output or resultant effect of a particular action or process and encompasses action verbs that are both observable and measurable describing the capabilities of students’ acquiring upon concluding a designated learning encounter Therefore, the essential principle for creating well-designed courses hinges on ensuring harmony between the content that students are intended to master and the strategies employed to assess their grasp of that content (Abu- Hamdan & Khader, 2014; Kibble, 2017)

In the context of this study, a suitable operational interpretation is as follows:

“Learning outcomes are statements of what a student is expected to know, understand and/or be able to demonstrate after completion of a process of learning” (European Commission, 2015, p.10) In essence, learning outcomes establish a connection between anticipations, instructional methods, and evaluation These outcomes play a pivotal role in enhancing clarity and understanding in:

1 what kinds of knowledge, skills, and abilities students should develop as a result of taking part in the unit or course

2 what students will be expected to demonstrate in assessment activities

By emphasizing the importance of coherence between learning outcomes, instructional methods, and evaluation, this research underscores the significance of thoughtful curriculum design in promoting meaningful learning experiences Moving forward, continued attention to these principles will be essential for fostering educational excellence and ensuring the success of students in their academic endeavors.

Assessment

Assessment stands as a cornerstone of education, serving as a vital tool for evaluating students' learning progress and achievement Its significance is underscored by its integral role in shaping instructional practices, guiding curriculum development, and informing educational policies In the context of this study, assessment assumes particular importance as it intersects with the formulation and alignment of learning outcomes—a critical aspect of effective course design

Assessment is a complex and dynamic process that goes beyond just measuring how well students perform in school It serves as a comprehensive and continuous approach to measure, monitor, and enhance the learning experiences of individuals while simultaneously evaluating the attainment of educational objectives (Fernandes et al., 2012; Parker et al., 2001; Taylor, 2009) In Yambi’s opinion, assessment is a term that refers to a procedure aimed at gathering information utilized to make decisions concerning students, as well as curricula, programs, schools, and educational policies (Yambi, 2018) As outlined by Chapelle and Brindley (2020),

“assessment refers to the act of collecting information and making ‘judgments’ about a language learner’s knowledge of a language and ability to use it” (p 294)

Assessing educational outcomes is gaining significance in higher education as accreditation organizations emphasize the significance of measuring student academic learning (Allen, 2006; Bers, 2008) This highlights the necessity of appropriately documenting student academic achievements through the assessment process (Praslova, 2010) A study was conducted on two types of assessments, namely:

1) assessments designed to track students' progress (referred to as assessment for learning)

2) assessments conducted to verify outcomes at the conclusion of a study period or program (referred to as assessment of learning) (Stiggins, 2005)

The literature review has highlighted several theories associated with assessment in the teaching and learning context Cheng & Fox (2017) emphasize assessment as an overarching concept including both classroom assessment practices and larger-scale testing administered externally to students Cheng & Fox (2017) propose two terms that best cover the dimensions of assessment: a Assessment for learning pertains to the process of seeking and interpreting evidence for use by students and teachers to determine students' current learning status, identify areas for improvement, and strategize on the most effective path forward b Assessment of learning refers to evaluations conducted after the learning process to ascertain its occurrence These assessments provide insights into a student's learning status at a specific juncture

Additionally, assessment is defined using other terms such as Formative Assessment and Summative Assessment These terms collectively highlight the multifaceted nature of assessment practices in educational settings

Grant Wiggins (1998) states that "the aim of formative assessment is primarily to educate and improve student performance, not merely to audit it" (p.7) Unlike traditional assessments that primarily focus on measuring and auditing student performance, formative assessment aims to enhance learning by providing ongoing feedback and opportunities for improvement According to Black and Wiliam (2010), formative assessment is defined as "activities undertaken by teachers—and by their students in assessing themselves—that provide information to be used as feedback to modify teaching and learning activities" (p.82) This definition emphasizes the collaborative nature of formative assessment, involving both teachers and students in the assessment process The primary goal is to gather feedback that informs instructional decisions, allowing teachers to adjust their teaching methods and students to adapt their learning strategies in real-time Hence, formative assessment is not just about evaluating student performance; it is about using assessment as a tool for educational growth and improvement

In contrast to formative assessments, which primarily serve the purpose of providing feedback to both students and teachers, summative assessments are considered "high stakes" evaluations aimed at gauging the overall extent of learning achieved According to Gardner (2010), these assessments are used to determine the level of knowledge a student has acquired Summative assessments are typically graded, less frequent, and conducted at the culmination of instructional segments Apart from assessing a student's current level of proficiency, they also play a crucial role in determining eligibility for specialized programs such as gifted and talented education, evaluating readiness for grade-level advancement, offering career guidance, and assessing qualifications for awards This perspective is supported by (Harlen & Gardner, 2010), who highlight the multifaceted role of summative assessments beyond mere evaluation

Previous research has shown that university lecturers tend to prefer formative assessments, reflecting a global trend towards prioritizing formative over summative evaluation methods in higher education (Dixson & Worrell, 2016; Konopasek et al., 2016) However, in this study, the emphasis has been placed on summative assessment rather than formative assessment The Assessment of Learning approach has been adopted, aiming to measure and quantify the level of learning achievement that students have attained at a particular point in time (Stiggins, 2001) The analysis primarily revolves around examining the test specifications to ascertain how well the course learning outcomes align with the assessment process This approach involves evaluating students' performance against predefined criteria or standards, ultimately generating statistical information in the form of test scores (Ahmad, 2020) By prioritizing summative assessment, the study is expected to gain insights into the overall effectiveness of the educational process and the extent to which students have mastered the intended learning outcomes

In the educational process, testing serves as a means to assess the extent to which students have achieved their learning objectives (Halimah, 2018) Test methods can be defined as the systematic procedures set out for collecting information and making judgements for a particular assessment event (Carol et al., 2020) However, there are instances where the quality of teaching may not align with the outcomes of tests, leading to discrepancies in student performance If the items fail to sufficiently reflect the subject area outlined in the corresponding standards, the outcomes might convey a meaning different from what is intended (Martineau et al., 2007) Ensuring the extent of agreement or alignment is crucial in providing evidence of content validity for accurately interpreting assessment results (Martone & Sireci, 2009) Therefore, it is crucial that tests are meticulously designed to meet specific criteria and accurately reflect students' true abilities.

Alignment and Constructive alignment

The curriculum should be created so that teaching activities, learning activities, and assessment tasks are all aligned with the learning goals Biggs (2003) describes this sort of approach as constructive alignment The constructive component refers to the type of learning and what the learner performs The alignment section relates to what the teacher performs According to Biggs, in an effective teaching system, the style of instruction, learning activities, and evaluation are all coordinated to facilitate student learning According to Biggs & Tang (2015), constructive alignment refers to an outcomes-centered approach to education in which both instructional methods and evaluation strategies are harmonized with the Intended Learning Outcomes (ILOs) These ILOs describe the anticipated student actions and interactions with the conveyed content Implicit within this seemingly self-evident assertion lies a potent instructional blueprint that is founded upon two pivotal concepts:

• Knowledge is not conveyed by an instructor; rather, it is formed within students as a result of their individual learning endeavors

• The intended learning outcomes should be explicitly articulated from the outset, and instructional techniques and evaluations must be harmonized with the requisites of these objectives in order for them to be achieved

These principles constitute the fundamental framework of constructive alignment (Biggs, 1996)

In the context of this investigation, the focus is exclusively directed towards the exploration of constructive alignment in relation to intended learning outcomes and assessment The study confines its inquiry to the intricate interplay between the stipulated educational objectives and the evaluative mechanisms employed to gauge students' attainment of those objectives Examining this alignment, the research seeks to unravel the intricate congruence between what is intended for students to acquire and the means through which their comprehension and mastery are measured By delimiting the investigation to this specific aspect of educational design and evaluation, the study aims to contribute insights that elucidate the pivotal relationship between intended learning outcomes and the corresponding assessment methodologies

Alignment pertains to the degree of concordance between objectives and assessments, ensuring their harmonious correlation, and thereby guiding the educational framework towards the intended outcomes for student learning (Webb, 2002) Alignment focuses on "the degree to which expectations and assessments are in accord and function in combination with one another to lead the system toward students learning what they are expected to know and accomplish" in addition to curricular alignment (Webb, 1997)

Alignment entails an analysis of how explicit criteria are constructed hierarchically within a specific educational pathway This process requires a close correlation among intended learning outcomes, instructional methods, and assessment procedures, ensuring their harmonious reinforcement Essentially, alignment serves as a mechanism to gauge the extent to which various elements within an educational system collaboratively contribute to a common objective (Martone & Sireci, 2009) As advocated by Biggs (2011), a sequential approach is recommended, prioritizing intended learning outcomes, followed by learning activities, and then assessment practices This sequence not only enhances transparency and significance in the overall learning experience for students but also guarantees that assessment practices are purposefully designed to evaluate the achievement of learning outcomes Furthermore, this approach functions as a guiding principle, directing a wide array of deliberate actions (Ambrose et al., 2016) Neglecting such alignment could result in a failure to impart the essential skills that are the intended learning outcomes

The concept of alignment is often associated with "excellent teaching" (Biggs, 1996) and students' educational attainment has been anticipated to enhance thanks to the alignment (Antes 2014).

Outcome-based approach

Outcome-based education is an approach to education that focuses on defining specific learning outcomes or competencies that students should achieve by the end of a course or program (Harden, 2007; Lorenzen, 2021; Schalock, 2001; Yen et al., 2023) These outcomes serve as the foundation for designing curriculum, instructional activities, and assessments In the context of aligning course learning outcomes with assessments, the mention of "outcome-based" signifies the importance of ensuring that assessments are directly linked to the intended learning outcomes

1.4.1 Outcome-based teaching and learning

OBA serves as a method for guaranteeing excellence within the American education system OBA has also been implemented in higher education It prioritizes objectives, aims, achievements, and outcomes in education This pragmatic approach is now widely embraced globally as a component of quality assurance strategies In OBA, curriculum and instructional decisions are guided by the desired learning outcomes that students should demonstrate upon completing a program or course (Japee & Oza, 2021)

Numerous educators have endeavored to implement outcome-based education into their course instruction and have observed specific outcomes (Zhang et al., 2021) Liang Qiang 2020) employed the principles of outcome-based education in designing a business English curriculum, investigating a reverse design approach to curriculum development focusing on optimizing curriculum objectives, designing curriculum practices, and evaluating curriculum instruction Custodio et al (2019) conducted a study centered on the execution of OBE, revealing notable disparities between faculty members and students regarding the achievement and importance of desired student outcomes, instructional methods, and assessment practices

The literature review also shows that Outcome-Based Teaching & Learning (OBTL) prioritizes the learner's outcomes rather than the instructor's pedagogical intentions The fundamental principle of OBTL is that Teaching and Learning Activities (TLAs) and assessment methods (AMs) are aligned with the intended learning outcomes (ILOs) for the course (A Rabuya, Jr., 2023) In essence, the outcomes drive the curriculum content, teaching approaches, and assessment procedures These outcomes also serve as a framework for evaluating the curriculum OBTL emphasizes curriculum design to ensure that the content, teaching strategies, learning activities, and assessments are appropriately matched to assist students in achieving the desired learning objectives (Biggs & Tang, 2010, 2011; Ortega-Dela Cruz, 2022; Pang et al., 2009) At the course level, OBTL aims for constructive alignment among the ILOs, TLAs, and AMs, ensuring that learners understand the expected outcomes (ILOs), are supported in achieving them through well-structured TLAs, and are adequately assessed for competency in meeting those ILOs through appropriate AMs OBTL outlines the learning goals and describes the activities or abilities that students are expected to demonstrate upon completion of a course (Loreto, 2018) Moreover, Donald (2015) emphasizes ensuring alignment between the learning outcomes for a specific degree attainment and individual learning activities

1.4.2 Advantages of outcome-based approach

Applying OBÂ is beneficial for both teachers and learners in various ways including providing several advantages as Davis (2003) noted:

• Relevance: Outcome-based education emphasizes the importance of aligning educational objectives with real-world practice, ensuring graduates are equipped with the necessary skills and capabilities for their future professions

• Discourse (Controversy): The process of identifying outcomes sparks crucial discussions within institutions about the fundamental goals of education, including the types of graduates being prepared and the key issues to be addressed

• Clarity: Clearly defined educational outcomes provide both students and teachers with a transparent understanding of what is expected, thereby sharpening the focus on teaching and learning activities

• Provision of a Framework: Outcome-based education furnishes a robust framework for curriculum integration, with outcomes serving as benchmarks against which the curriculum's effectiveness can be assessed

• Accountability: By explicitly stating the desired curriculum outcomes, outcome-based education emphasizes accountability, enabling the measurement of graduates' performance against established standards and facilitating quality assurance processes

• Self-Directed Learning: With clear expectations of what needs to be achieved, students are empowered to take greater responsibility for their learning journey, fostering a student-centered approach to education

• Flexibility: Outcome-based education prioritizes outcomes over specific teaching methods, allowing for innovation and flexibility in instructional strategies to accommodate diverse learning styles and preferences

• Guide for Assessment: By focusing on assessing outcomes, outcome-based education streamlines the planning and execution of examinations, ensuring assessments align closely with desired educational objectives

OBÂ has emerged as a significant pedagogical approach aimed at fostering a clear and coherent focus on desired achievement outcomes within educational settings Through OBA both teachers and learners maintain a clear and consistent focus on desired achievement outcomes, fostering predictability and transparency in assessment criteria (Killen & Hattingh, 2004; Killen, 2004) This clarity of focus, as highlighted by Joshi et al (2023), empowers teachers and learners alike, providing a shared understanding of expectations and assessment criteria As a result, instructional delivery aligns closely with predetermined outcomes, enhancing not only the quality of instruction but also its effectiveness across all levels and disciplines (Bond et al., 2017; Gurukkal, 2020; Laguador & Dotong, 2014; Patra et al., 2021) Such alignment not only enhances instructional quality but also promotes shared responsibility between teachers and learners for achieving desired outcomes

OBA is an educational approach that prioritizes the ultimate learning outcomes achieved by students There are different viewpoints in selecting suitable assessment methods for the learning process Joshi et al (2023) mentions that traditional paper- and-pencil tests may not effectively assess OBE outcomes Instead, a diverse range of assessment methods, including individual essays and group presentations, are necessary One example is the use of portfolios However, analyzing outcome-based assessment generally plays a critical role for understanding how assessments may assist to quantifying student progress within a program while providing clear insights into the extent to which students gain information and skills in accomplishing course goals (Didin Sonmez et al., 2021) Outcome-based assessment involves evaluating student learning by focusing on specific learning outcomes or objectives, which can vary based on the type of test items used Other types of tests are presented in Table 1.1

Type of Written Test Description

Verbal Emphasizes reading, writing, or speaking Most tests in education are verbal tests

Nonverbal Does not require reading, writing, or speaking ability Tests composed of numerals or drawings are examples

Objective Refers to the scoring of tests When two or more scorers can easily agree on whether an answer is correct or incorrect, the test is an objective one True-false, multiple-choice, and matching tests are the best examples

Subjective Also refers to scoring When it is difficult for two scorers to agree on whether an item is correct or incorrect, the test is a subjective one Essay tests are examples

Teacher-made Tests constructed entirely by teachers for use in the teachers’ classrooms

Standardized Tests constructed by measurement experts over a period of years They are designed to measure broad, national objectives and have a uniform set of instructions that are adhered to during each administration Most also have tables of norms, to which a student's performance may be compared to determine where the student stands in relation to a national sample of students at the same grade or age level

Power Tests with liberal time limits that allow each student to attempt each item Items tend to be difficult Speed Tests with time limits so strict that no one is expected to complete all items Items tend to be easy

Adapted from “Testing and educational decision making” by Tom, K., & Gary D Borich, 2011, Educational Testing and Measurement: Classroom Application and

Practice (11th ed.), Wiley, Hoboken

Assessments featuring item response formats allowing for consistent and objective scoring are termed objective tests These tests, such as multiple-choice, true-false, and matching formats, usually require students to indicate their answers by marking or selecting options on electronically scanned answer sheets or test booklets While objective test items have the potential to assess higher-order learning and thinking skills, they frequently focus solely on assessing factual knowledge (Tom & Gary D Borich, 2011)

Assessment within OBE represents a fundamental departure from traditional educational evaluation methods It transcends mere measurement of students' knowledge to encompass evaluation of their ability to apply that knowledge effectively (Biggs & Tang, 2011) In OBE, assessments are closely aligned with learning outcomes and encompass various methods, including formative assessments, summative assessments, authentic assessments, peer and self- assessments, and e-assessments Formative assessments, such as quizzes and informal observations, provide continuous feedback to both educators and learners (Japee & Oza, 2021), while summative assessments, like final exams and capstone projects, offer comprehensive evaluations typically conducted at the conclusion of a course or program (Asim et al., 2021) Authentic assessments, requiring students to apply their skills in real-world scenarios, are effective for evaluating higher-order cognitive abilities (Khanna & Mehrotra, 2019) Peer and self-assessments foster metacognitive skills by engaging students in evaluating their own or their peers' performances (Raupach et al., 2011; Thirumoorthy, 2021) With the advancement of technology, online assessments have gained prominence (Sapawi, 2021) In OBE, assessment serves not only as a means of grading students but also as a tool for continuous enhancement of the learning process.

English as medium instruction

The English language has established itself as the global lingua franca (Mauranen, 2003; Tsou & Kao, 2017) Initially, the study only focuses on linguistic courses; however, since EMI courses involve teaching content in a language that is not the students' first language, there may be unique pedagogical challenges and considerations regarding the alignment of learning outcomes and assessments EMI distinguishes itself from other frequent models in bilingual education by the reason of choosing English as the instructional medium (Tsou & Kao, 2017) By including EMI courses in the study, the author can explore how these challenges are addressed and whether alignment practices differ in this context Including EMI courses expands the scope of the study beyond just linguistic programs, providing a broader context for analysis This allows for a more comprehensive understanding of how alignment between learning outcomes and assessments is managed across different types of courses within the university After analyzing both linguistic programs and EMI courses, the author can potentially compare and contrast the alignment practices between these two types of courses This comparison may yield insights into any differences or similarities in how learning outcomes are formulated and assessed in courses that use English as the medium of instruction versus courses taught in the local language.

Theoretical framework: Bloom’s Taxonomy

Bloom’s taxonomy has been widely employed across many disciplines to align course objectives and curriculum to level of skills achieved (Dettmer, 2005; Green, 2010; Manton et al., 2004; Su et al., 2005) Bloom's Taxonomy is a logically organized framework that illustrates the cognitive abilities needed for students to gain a deep and meaningful understanding of knowledge (Nurmatova & Altun, 2023)

It is also a well-established cognitive hierarchy of learning objectives, and a broadly accepted tool for categorizing types of thinking including remember, understand, apply, analyze, evaluate and create (Lau et al., 2018) The framework offers a structured approach to categorizing educational goals based on their cognitive complexity in which the upper levels of Bloom's taxonomy embrace lower levels— for example, an analysis-level inquiry necessitates mastery of application, understanding, and knowledge (Momsen et al., 2010) However, inexperienced educators encounter challenges when it comes to incorporating Bloom's Taxonomy into language instruction because it necessitates a comprehensive understanding of their students' language proficiency levels (Nurmatova & Altun, 2023)

Bloom's Taxonomy suggests that both teaching and assessment methods should progress from lower levels to higher levels of learning domains (Chandio et al., 2021) Remembering, understanding, and applying are categorized within the lower domains, whereas analyzing, evaluating, and creating are classified within the higher domains These domains are better described in the following table:

Skills related to higher level thinking

Skill Sample Prompts Purpose Level

Creating Design, construct, plan Combine elements into a new pattern

Evaluating Check, review, conclude, explain

Decide according to a set of criteria

Applying Implement, carry out, use, apply, show, solve

Note: Adopted from “The Impact of Assessment on Students Learning” by Jimaa (2011)

Blooms taxonomy can be applied in the following specific areas according to Sivaraman and Krishna (2015):

1 Writing and revising learning objectives

3 Identifying simple to most difficult skills

4 Effectively aligning objectives to assessment techniques and standards

5 Incorporating knowledge to be learned

In this research, Bloom's taxonomy is employed to classify the cognitive processing levels that learning objectives and assessments aim to address Also, analyzing LOs within the context of Bloom's Taxonomy allows one to establish if the results provide student exposure to different stages of cognitive development (Swart & Daneti, 2019)

1.6.1 Bloom’s Taxonomy in writing learning outcomes

Bloom's taxonomy is widely employed for writing learning outcomes since it gives a pre-built structure and collection of verbs (Kennedy et al., 2007) It might be claimed that using the proper verbs is essential for successfully writing learning outcomes As learning outcomes concern what students can accomplish at the end of the learning session, all of these verbs used to write are action (active) verbs Action verbs are a core feature of the revised version of Bloom’s taxonomy (Krathwohl, 2002) Course learning outcomes should specify the minimum acceptable (threshold level) standard for a student to be able to pass a course This means that it is important to express learning outcomes in terms of the essential learning for a module or course, so a small number of learning outcomes of central importance should be developed rather than a large number of superficial outcomes

Learning outcomes should be written using action verbs so that students are able to demonstrate that they have learned or achieved the outcome (Reichgelt et al., 2002) Course designers should consider guidelines and experience in writing learning outcomes (Table 1.3) for ensuring clarity, alignment with educational objectives, and consistency in assessment practices They provide a structured approach to articulating the intended outcomes of educational interventions, facilitating effective teaching and learning strategies

Guidelines and experience in writing learning outcomes i Action verbs from Bloom’s Taxonomy with an emphasis on higher- order thinking skills should be used ii To facilitate the assessing of outcomes, one verb per learning outcome should be used iii There should be between 4-8 learning outcomes for each course, in fact the fewer the better iv Course learning outcomes should describe what a student should be able to DO at the end of a course rather than what the instructor teaches v Course learning outcomes should be written in language that students

(and those outside the field) are able to understand vi Course learning outcomes are typically not content-specific vii Ideally, each course or program should include learning outcomes from more than one domain (cognitive, psychomotor, and affective) viii Each course learning outcome should be measurable and can be assessed, preferably using more than one assessment tool ix Weak verbs such as ““be aware,” “appreciate,” “identify,” “read,” and

“recognize,” are to be avoided in general For example, recognizing a phenomenon is weak compared to understanding that phenomena

Adopted from “Measuring course learning outcomes” by Keshavarz, M., 2011,

A shift from the conventional approach is evident in the student-centered method, which prioritizes the abilities students are expected to possess by the end of their learning journey This approach, also known as outcomes-based, utilizes statements to articulate the knowledge gained and skills developed by students (Lawrence, 2019) Unlike the traditional model, the outcomes are defined first, emphasizing the desired results rather than the content to be imparted Subsequently, delivery and assessment methods are tailored to facilitate individual learners in attaining these predetermined learning outcomes Bloom's taxonomy used in assessment directs the generation of test questions to measure higher-level thinking abilities by emphasizing what test questions and assessment prompts need students to accomplish (find facts, apply knowledge, make a prediction, solve a problem, or evaluate a theory) (Stanny

& Albright, 2016) Hence, Bloom's taxonomy has affected how instructors plan their courses, identify learning goals, and develop learning evaluations

A significant challenge confronting educators who aim to utilize a hierarchical skills model such as Bloom’s taxonomy is the necessity to establish dependable and valid methods for evaluating skills across various levels of cognitive complexity, particularly those involving more intricate cognitive processes (Airasian & Miranda, 2002; Crowe et al., 2008) Numerous assessment formats are available for appraising different skill levels, including multiple-choice exams, essay exams, observational techniques, writing assignments, portfolios, and work products (B G Davis, 2009; Zepeda, 2007).

Previous studies

While research on outcomes-based evaluation and alignment between course learning outcomes and assessment remains relatively limited, noteworthy domestic and international studies have made significant contributions

Based on the levels of cognitive domains that bloom suggests, the author indicates that designed assessment methods are well-aligned with course learning outcomes (CLOs) and program learning outcomes (Trinh, 2022) A set of Key Performance Indicators was introduced to aim at assisting managers in effectively overseeing and managing learning outcomes over time, thereby facilitating data-driven decision- making (Le Ngoc Quynh Lam et al., 2017) Anaee (2017) proposed a solution for developing Key Performance Indicators tailored to program learning outcomes, discussing their implications for the conceptual assessment of student achievement Sharma (2019) presented a mathematical model for evaluating program learning outcomes and specific modules through a Key Performance Indicator system Lastly, Ayadat (2020) shared research findings on the integration of Key Performance Indicators and rubrics to assess learners' attainment of training program learning outcomes

The synthesis of the literature reviewed illuminates the intricate dynamics of learning outcomes, assessment practices, and the implementation of OBE Through a comprehensive analysis, it becomes evident that the alignment of curriculum, instruction, and assessment to predetermined learning objectives is fundamental in fostering meaningful educational experiences and facilitating the demonstration of knowledge, skills, and competencies by learners Moreover, Bloom's Taxonomy emerges as a pivotal tool in this process; therefore, the author decided to employed

Bloom’s Taxonomy (Krathwohl, 2002) with a view to offering a structured approach to curriculum design and assessment development This literature review serves as a foundation for this research study, guiding stakeholders in their endeavors to elevate educational quality and relevance in an ever-evolving landscape.

RESEARCH METHODOLOGY

Research context

The study is situated within a dynamic academic environment, specifically in the Faculty of English Language which administers a diverse range of programs catering to both linguistics and non-linguistics disciplines Within the linguistics programs, the focus is on providing a comprehensive educational experience for English- majored students Simultaneously, the faculty offers English as a Medium of Instruction (EMI) courses tailored to non-English-majored students of Tourism, Tourism & Travel Service Management and Hotel Management program, who engage in content-driven studies entirely in English This dual focus on linguistic and non-linguistic programs, with a specialized emphasis on English proficiency through EMI courses, creates a distinctive academic backdrop for the study, presenting an opportunity to explore the effectiveness of alignment between learning outcomes and assessments across varied educational contexts within the same academic institution

As part of the research methodology, 33 sets of syllabi and test specifications were collected and analyzed, providing a robust foundation for understanding the nuances of outcome formulation and assessment alignment within linguistic programs This deliberate sampling ensures a representative examination of the university's pedagogical approach, shedding light on the difficulties of course development employed by the Faculty of English language and EMI group.

Data collection procedures

In the initial phase of the research procedure, data collection serves as the foundational step towards systematically analyzing the alignment between course learning outcomes and assessment methods within linguistic programs at a Vietnamese university This phase occurs within one month (August, 2022 – September, 2022) and entails the acquisition of 33 sets of syllabi and corresponding assessment guidelines from a diverse range of linguistic courses (See Appendix 1, 2) These documents serve as the primary data sources for the subsequent analysis The selection of documents from various linguistic courses ensures a comprehensive representation of the curriculum landscape within the university's linguistic programs

Each set of syllabi and assessment guidelines is carefully selected to encompass both linguistics courses and EMI courses, providing a holistic view of the assessment practices across different linguistic disciplines The diversity in course offerings ensures that the data collected reflect the breadth and depth of the linguistic programs at a university Moreover, the collection process adheres to rigorous standards to ensure the integrity and reliability of the data A systematic approach is employed to gather the required documents, considering factors such as course popularity, instructor expertise, and academic department representation This meticulous approach enhances the validity of the data collected and ensures that the subsequent analysis accurately reflects the assessment landscape within the linguistic programs

The data collection phase lays the groundwork for the comprehensive analysis of alignment between learning outcomes and assessment methods It establishes a robust dataset that forms the basis for further exploration and interpretation in subsequent phases of the research procedure.

Data analysis methods

In this study, qualitative data collection and content analysis approach were employed to investigate the alignment between learning outcomes and assessments

In qualitative research, academic scholars employ content analysis to deepen their comprehension of individual, organizational, and institutional phenomena Content analysis, as described by Bowen (2009), is a systematic approach to evaluating documents Like other qualitative analytical methods, its aim is to scrutinize and interpret data in order to derive significance, comprehension, and empirical insights (Corbin & Strauss, 2008) This method is particularly relevant for examining documents, which are social artifacts produced, shared, and utilized by society, containing text or language pre-existing the researcher's involvement (Bowen, 2009) Documents are an important source of information in qualitative researches (Creswell, 2005, p.219) Document analysis is a systematic approach used to scrutinize and assess various types of documents, including both printed materials and electronic resources such as computer-based and internet-transmitted content Similar to other qualitative research methods, document analysis involves carefully examining and interpreting data to extract meaning, deepen comprehension, and cultivate empirical knowledge (Corbin & Strauss, 2008; Rapley, 2007) In this particular study, content analysis is utilized to extract data from course syllabi and test specification

Through a purposive sampling method, data was collected from two main sources of Faculty of English language and EMI group, including 18 sets of syllabi and test specifications from English-majored courses and other 15 sets from EMI courses The data collection process focused on distinguishing and evaluating how learning outcomes were written, emphasizing the use of verbs and their association with specific levels of Bloom's taxonomy Besides, the data assists to figure out how the assessments align with the learning outcomes

Emphasizing the equality and fairness in the sampling process, a balanced approach was adopted, ensuring no significant discrepancy in the quantities sampled Specifically, 18 sets of syllabi and test specifications were collected from English- majored courses, alongside 15 sets from EMI courses, underscoring a deliberate effort to maintain impartiality and avoid bias

The focus was on distinguishing and evaluating how learning outcomes were articulated within these documents This involved a detailed examination of the language used, particularly the verbs employed, and their alignment with specific levels of Bloom's taxonomy Verbs play a crucial role in indicating the cognitive complexity expected of students in achieving the stated learning outcomes By analyzing the verbs used in the learning outcomes, researchers could assess the intended cognitive processes, such as remembering, understanding, applying, analyzing, evaluating, and creating, as outlined in Bloom's taxonomy

The collected data enabled researchers to assess how assessments were aligned with the identified learning outcomes This examination sought to determine whether the assessments adequately measured the intended learning objectives and whether there was coherence between what was taught and how it was assessed This method allowed for a comprehensive understanding of how learning outcomes were formulated and assessed within the context of English language and EMI courses, emphasizing fairness, thoroughness, and alignment with established educational frameworks such as Bloom's taxonomy

In brief, the methodology chapter of this study has outlined a systematic approach to investigating the alignment between assessment methods and learning outcomes in linguistic courses at a Vietnamese university Through rigorous data collection procedures and qualitative analysis methods, this study aims to provide valuable insights into the intricacies of alignment within diverse educational contexts By employing a balanced and thorough approach, this research strives for contributing to the enhancement of assessment practices and the promotion of student learning and achievement in linguistic programs.

FINDINGS AND DISCUSSION

Findings

In considering the critical relationship between learning outcomes and assessment, two essential facets emerge in crafting learning objectives Another crucial finding involves examining the alignment between the stated learning outcomes and the actual assessments conducted, ensuring a seamless integration that accurately reflects the intended educational goals and effectively measures students' achievement of those objectives

3.1.1 The clarity of verbs in learning outcomes

Effective writing of learning outcomes requires careful consideration of the clarity of action verbs to ensure precision and comprehensibility Ambiguity in the choice of verbs can lead to confusion among readers and learners, hindering their ability to envision the intended outcomes of assessments Furthermore, an unclear assessment environment exacerbates this difficulty by making it harder for individuals to understand the exact objectives and aims of the testing procedure

The clarity of verbs in learning outcomes

Course name Intended learning outcomes

L2: Be able to search for information relevant to lesson

- Ability to search for information relevant to lesson content from different sources of

Presentation content from different sources of translation and interpretation documents translation and interpretation documents

G1: Able to describe, explain and analyze intercultural knowledge

G2: Have skills to effectively search and synthesize information, be able to solve communication situations and demonstrate adaptation to changes in new cultural environments

- Ability to describe, explain and analyze students' intercultural knowledge

- Students' ability to effectively search and synthesize information related to cross-cultural communication

- Some concepts related to culture include | communication strategies, verbal and nonverbal communication, culture shock phenomenon

- Solve communication situations through knowledge learned about cross-cultural communication such as communication strategies, sign language, politeness, direct/indirect speech

L1: Ability to remember and recognize vocabulary in context to serve listening comprehension on familiar topics such as personality, time, family, work, life, and some social events

L2: Ability to listen and understand the

L1: Ability to remember and recognize vocabulary in context to serve listening comprehension on familiar topics such as personality, time, family, work, life, and some social events

L2: Ability to listen and understand the main ideas and

- Written test (matching, true/false, gap-fill, short answer, quiz) main ideas and important details of speech and simple conversations about areas such as society, personality, time, family, work, life, and Fields equivalent to levels A2, B1- important details of speech and simple conversations about areas such as society, personality, time, family, work, life, and Fields equivalent to levels A2, B1-

The analysis of documents from linguistics courses reveals a significant observation regarding the utilization of verbs from Bloom's taxonomy in learning outcomes (LOs) It is noted that the some of these LOs do not incorporate verbs from Bloom's taxonomy Instead of writing “Demonstrate the ability…”, the course designers started the requirement for the LO by “Be able to …” or “Have skills to …” (Cross cultural Communication, English Translation and Interpreting Theory) or “Ability to…” (English Listening Skills 2) Therefore, some LOs employed language that cannot be easily measured, such as terms like "effectively", "be aware of", "be able to" and "have the ability to", etc

Effective writing of learning outcomes requires careful consideration of the clarity of action verbs to ensure precision and comprehensibility Ambiguity in the choice of verbs can lead to confusion among learners or test designers, hindering their ability to envision the intended outcomes of assessments In addition to the challenge of effectively measuring students' ability to search for and synthesize information (in

Cross-cultural Communication, English Translation and Interpreting Theory and English Translation and Interpreting Theory), the suitability of the presentation format as an assessment method warrants examination regarding its efficacy in evaluating the aforementioned skills While presentations offer students the opportunity to showcase their understanding and communication abilities in a dynamic and interactive manner, their effectiveness in accurately assessing the depth of research and critical thinking skills remains debatable The presentation format may favor students who excel in oral communication and presentation delivery, potentially overshadowing deficiencies in substantive content or research depth Moreover, factors such as stage fright or language barriers may disproportionately impact students' performance, leading to skewed assessments of their information retrieval and synthesis capabilities Thus, while presentations offer certain benefits as an assessment tool, their ability to truly gauge students' proficiency in information searching and synthesis warrants careful consideration and supplementary evaluation measures Additionally, an unclear context of assessment further exacerbates this challenge, making it difficult for individuals to grasp the specific expectations and goals of the testing process

3.1.2 The quantities of requirements within a single LO

The examination of learning outcomes (LO) often encompasses various dimensions, including the quantitative aspect of requirements embedded within a single LO This investigation studies the abundance or scarcity of requirements stated within individual learning outcomes, shedding light on the depth and specificity of expectations set forth for students' achievement By analyzing the number of requirements within individual learning outcomes, the author can gain insights into educators' expectations and how well they guide students' learning journeys

Learning outcomes of linguistics courses

Course name Intended learning outcomes

English Reading Skills 4 L1: Memorize and use vocabulary… Apply reading comprehension strategies to determine the meaning of polysemous words…, synthesize detailed information…, identify detailed information…, identify summary information…, determine the author’s attitudes…, determine the causes of the event…

English Translation and Interpreting Theory

L1: Describe and explain … and apply necessary strategies before translating and interpreting

L1: Describe, explain and apply interpretation skills …

English Listening Skills 1 L1: Apply vocabulary and listening strategies… to determine detailed information…, to determine reasons, instructions, quantity, time of events/ events…

English Reading skill 2 L1: Memorize and use vocabulary … and apply some reading comprehension strategies; understand the main ideas…; distinguish between practical and theoretical information; understand complex sentence structure; understand cause-effect relationships; understand different expressions; identify participle clauses; understand the implications of the reading; determine the author's views and attitudes; summarize reading information

The analysis exposes another noteworthy issue in the construction of linguistics course LOs There is a consistent trend where many LOs tend to include numerous demands or objectives within a single statement A wide range of requirement could be mentioned Table 3.2 as “Memorize and use vocabulary… Apply reading comprehension strategies…, distinguish…, determine…, identify detailed information…” (English Reading Skills 4) L1 of English Translation and

Interpreting Theory shows the expected outcomes to “Describe and explain…, identify and apply…” This tendency could lead to information overload for students enrolled in these courses, and makes it challenging for students to focus on the core objectives of the course and can result in confusion This observation raises concerns about the clarity and manageability of LOs within linguistics courses

Apart from utilizing one or two action verbs to describe learning outcomes, it is essential for learning outcomes (LO) to integrate a learning taxonomy framework such as Bloom's or Biggs' SOLO taxonomy to specify instructional objectives (Biggs, 2014) These taxonomies provide a structured approach to defining the desired learning outcomes by categorizing them according to cognitive levels of understanding By incorporating such taxonomies into the formulation of LOs, educators can ensure that the objectives are aligned with the intended level of cognitive complexity and the desired depth of student learning However, it is observed that in EMI courses, learning outcomes are often characterized by the use of only one specific requirement in each statement This minimalist approach to crafting LOs may limit the breadth and depth of the intended learning objectives, potentially overlooking important aspects of student learning and development Therefore, there is a need to reevaluate the formulation of LOs in EMI courses to ensure that they adequately reflect the complexity and diversity of learning outcomes desired in higher education settings

In contrast to the issues identified in linguistics courses, the analysis of LOs in courses delivered in EMI reveals a positive trend

Learning outcomes of EMI courses

Course name Intended learning outcomes

Basic Economics L1: Demonstrate understanding of…

Introduction to Tourism L1: Demonstrate the understanding of…

Travel Business 1 L1: Demonstrate understanding of…

One key principle is to use a single, action-oriented verb in each learning outcome, ensuring precision and focus For example, instead of using a phrase like "understand the principles of," a more specific verb like "analyze" or "evaluate" can be employed

This specificity helps in clearly defining the intended outcome and provides a basis for designing assessments that align with these outcomes Each LO in EMI courses focuses on only one certain request which contributes to exceptional clarity, making it easy for both students and educators to follow and assess progress By incorporating a single, well-defined requirement in each LO, EMI courses succeed in eliminating ambiguity and ensuring that students' learning objectives are clear

Learning outcomes should be designed to encourage higher-order thinking skills in addition to language proficiency Verbs such as "analyze", "formulate", and

"suggest" prompt critical thinking and problem-solving, contributing to a more enhanced learning experience Assessments corresponding to these outcomes can then include tasks that require students to demonstrate their ability to think critically and apply language skills in complex situations This approach not only enhances language proficiency but also fosters the development of cognitive skills essential for academic and professional success

3.1.3 Alignment between stated LOs and actual assessment

3.1.3.1 Alignment between stated LOs and actual assessment

Discussion

The discussion section provides a deeper analysis of the alignment between learning outcomes and actual assessments within linguistics programs at a university in Vietnam Through the examination of findings and relevant literature, this section delves into the implications of misalignment between stated LOs and assessment methods By addressing the discrepancies uncovered in the research, this discussion aims to shed light on the factors contributing to this misalignment and explore potential strategies for enhancing alignment between LOs and assessments

Additionally, this section evaluates the significance of clear and actionable LOs in guiding effective assessment practices and facilitating student learning Through critical analysis and reflection, the discussion seeks to inform educators, curriculum designers, and policymakers about the importance of aligning LOs with assessment methods to optimize the educational experience and promote student success in linguistics programs

3.2.1 The balance quantities of requirements within a learning outcome statement

The alignment between course learning outcomes and assessments is a critical aspect of effective educational practices, especially within linguistic programs at Vietnamese universities

The finding from experience in writing LOs for linguistic courses contrasts with the perspective presented by (Keshavarz, 2011), which emphasizes the need for LOs to specify the minimum acceptable standard for students to pass a course According to Keshavarz's perspective, LOs should articulate the essential learning objectives for a module or course, prioritizing a concise set of central outcomes over a multitude of superficial ones Furthermore, the findings underscore the significance of using action verbs in formulating LOs, as advocated by Reichgelt and Yaverbaum (2002) Employing action verbs ensures that LOs are actionable and measurable, enabling students to demonstrate their learning effectively By aligning LOs with clear assessment criteria and focusing on essential learning objectives, educators can foster a more coherent and meaningful learning experience for students in linguistics programs

As highlighted in Table 1.3 and mentioned by Savage (2015), the challenge of maintaining a balance between the number of learning outcomes and their effectiveness in a lesson is an important consideration Savage recommends a streamlined approach, suggesting that one or two outcomes per lesson suffice This insight raises questions about the optimal number of outcomes that enhance rather than weaken the educational impact After looking back the finding of using only one action verb in writing learning outcomes for EMI courses, it can be seen that the experience is more professional and similar to that mentioned in Table 1.3 (Keshavarz, 2011) By employing Bloom's taxonomy verbs, these imprecise expressions in LOs could provide the clear communication of the cognitive level of skills or knowledge that students are expected to achieve

Gronlund and Brookhart (2009) contribute valuable perspectives on addressing the issue of overloading outcomes with multiple statements of learning They emphasize the importance of using action verbs as the primary defining “key element” in restricting learning outcomes (p.25) To be more specific, they contend that each outcome statement should center around a single action verb, ensuring a clear focus on what students are expected to learn This emphasis on precision aligns with the broader goal of communicating instructional intent without becoming overly tied to specific topics The implication is that outcomes should be practical and transferable, fostering students’ understanding of the subject matter Educators must strive to select action verbs that clearly delineate the desired actions or behaviors students are expected to demonstrate Furthermore, providing a clear and contextualized framework for assessments can enhance learners' understanding of the assessment criteria and facilitate their ability to align their efforts with the intended learning outcomes

3.2.2 The importance of clarity in learning goals for enhancing the educational experience

Failure to adhere to guidelines when drafting learning outcomes could lead to confusion among both students and staff (Kennedy et al., 2007) The implications of how learning outcomes are written and implemented extend beyond mere formulation, significantly influencing the clarity of expectations for both students and educators The finding supports the idea that consistent association of verbs with specific levels of Bloom's taxonomy can substantially reduce ambiguity in articulating expertise levels within learning outcomes (Stanny & Albright, 2016) This approach not only facilitates a more straightforward understanding for students but also simplifies the assessment process for instructors, allowing them to more easily monitor progress against well-defined and distinct objectives The link between clarity in language and improved educational outcomes emerges as a crucial factor in enhancing the educational experience for both learners and educators

The analysis of alignment between course learning outcomes and assessments within linguistic programs this university emphasizes the importance of thoughtful outcome formulation Balancing the number of outcomes, employing action verbs, and ensuring specificity contribute to a clearer understanding of instructional intent This clarity not only aids students in fulfilling their expectations but also facilitates more effective assessment practices for educators The implications extend to the broader pedagogical landscape, emphasizing the crucial role that language precision plays in optimizing the educational experience

Based on the findings, the assessment methods employed in linguistic courses at the Vietnamese university generally demonstrate alignment with the stated learning objectives to a considerable extent Researching the alignment between assessment and learning outcomes reveals both strengths and weaknesses coexisting simultaneously

In English-major courses, while assessments effectively measure recall, comprehension, and application of learned principles, there are instances where certain learning outcomes lack verbs from Bloom's taxonomy Additionally, the presence of multiple demands within single statements may divert students' focus from core objectives Despite these challenges, higher-level outcomes in English- major courses prioritize authentic assessment methods, indicating a strong alignment with stated objectives

Conversely, in EMI courses, while learning objectives are well-segmented, assessment methods remain relatively limited, primarily consisting of multiple- choice questions, written tests, and presentations This lack of diversity in assessment methods may hinder comprehensive student evaluation and suggests room for improvement in aligning assessment practices with learning objectives

The identification of misalignment between assessment requirements and learning outcomes in specific subjects emphasizes the necessity for more thorough examination and improvement in the alignment process While there is generally favorable alignment between assessment methods and learning objectives in linguistic courses at the Vietnamese university, there are clear opportunities for improvement Enhancements in articulating objectives, diversifying assessment methods, and ensuring alignment across all subjects can further strengthen the effectiveness of linguistic course assessments in facilitating student learning and achievement of intended outcomes

Recapitulation

In recapitulating the key findings of this study on the alignment between learning outcomes (LOs) and assessment within a Vietnamese university, three main findings emerge One of the points indicates that the clarity of verbs used in learning outcomes significantly impacts their effectiveness Clearly, action-oriented verbs enhance the understanding of what students are expected to achieve, thereby facilitating better alignment between instructional objectives and assessment methods Another important consideration is the quantity of requirements within a single LO plays a crucial role in determining the comprehensiveness and focus of educational goals Ensuring a balance between specificity and generality in LOs is essential to avoid overwhelming students and instructors while maintaining the potential for transferability of learning Additionally, the alignment between stated LOs and actual assessment practices is paramount for ensuring the validity and reliability of educational evaluation Identifying discrepancies or misalignments between LOs and assessment methods is crucial for optimizing the educational experience and promoting meaningful learning outcomes

These findings emphasize the importance of careful consideration and strategic alignment between LOs and assessment practices to enhance educational effectiveness within Vietnamese university contexts.

Limitations and Recommendations

While this study provides valuable insights into the alignment between learning outcomes and assessment practices within a Vietnamese university, several limitations should be acknowledged The scope of the study focused primarily on the alignment between stated learning outcomes and actual assessment methods; however, it overlooked the horizontal and vertical alignment across different courses and educational levels Future research should investigate these dimensions to provide a more comprehensive understanding of alignment within the educational framework The current study was also limited because it did not thoroughly investigate scoring methods employed in test specifications, such as criteria for scoring, procedures for scoring, and selection of responses Therefore, numerous facets in this area should be investigated to elucidate the nuances of scoring mechanisms and their impact on assessment outcomes Moreover, the study should have extensively explored the characteristics of good evaluation tools, including their objective-based nature, reliability, validity, objectivity, and practicality Due to time limitation, investigating these characteristics is expected to conduct in future research to offer valuable insights into the effectiveness of assessment tools and inform recommendations for improving assessment practices within the university context

Based on the findings, several recommendations can be made to address the identified limitations and enhance the alignment between learning outcomes and assessment practices within English-major and EMI courses at the Vietnamese university

To address the issue of learning outcomes in English-major courses not incorporating verbs from Bloom's taxonomy, it is recommended to provide training and guidance to educators on how to formulate clear and actionable learning objectives Workshops or professional development sessions focusing on Bloom's taxonomy can help educators understand the importance of using specific verbs to delineate cognitive levels and ensure alignment between learning objectives and assessments

Regarding the challenge posed by numerous demands within a single statement in English-major courses, educators should be encouraged to streamline learning objectives to focus on core concepts This could involve revising course materials and assessments to ensure that each learning objective is clearly defined and assessable Furthermore, collaboration between educators and curriculum designers may be beneficial to ensure coherence and consistency in course structure and content

In terms of EMI courses, where assessment methods remain relatively limited, there is a need to broaden the range of assessment formats to provide a more comprehensive evaluation of student learning Educators should explore incorporating more authentic assessment methods, such as projects, portfolios, or case studies, to assess students' ability to apply learned principles in real-world contexts Additionally, professional development opportunities focusing on innovative assessment strategies can support educators in effectively implementing these methods

To address instances of misalignment between assessment requirements and learning outcomes, ongoing monitoring and review of course materials and assessments are essential Educators should regularly evaluate the alignment between learning objectives, instructional activities, and assessment tasks to identify and rectify any discrepancies Collaboration between educators, curriculum designers, and assessment specialists can facilitate this process and ensure that assessment practices effectively support the achievement of learning outcomes

By implementing these recommendations, educators can enhance the alignment between learning outcomes and assessment practices, ultimately improving the quality of education and supporting student learning and achievement within English-major and EMI courses at the Vietnamese university.

Implications

The implications of this study on the alignment of course objectives and assessments within linguistics programs provide useful insights for educational practitioners With a view to avoiding ambiguous understanding about ILOs, educators should prioritize careful verb selection when developing learning objectives to guarantee clarity and accuracy, hence improving the efficacy of learning and assessment Furthermore, the findings emphasize the significance of maintaining a balance in the quantities of requirements within a single learning outcome, thereby promoting realistic and achievable educational goals

The analysis of the alignment between stated learning outcomes and actual assessments revealed areas of congruence and misalignment This aspect of the study highlights the need for continuous evaluation and refinement of assessment methods to ensure they accurately measure the intended learning outcomes The findings suggest that regular reviews of both LOs and assessments can contribute to a more coherent and effective curriculum, ultimately enhancing the quality of education within linguistic programs

Based on the identified limitations, several recommendations can be proposed for future research and practice

Future studies should prioritize investigating horizontal and vertical alignment across different courses and educational levels to ensure coherence and consistency in educational objectives and assessment practices This could involve conducting comparative analyses between courses and longitudinal studies to track alignment trends over time Another suggestion is that researchers should focus on the intricacies of scoring methods employed in test specifications, including establishing clear criteria for scoring, outlining procedures for scoring, and examining the selection of responses Apart from conducting qualitative analyses of assessment documents, researchers could interview instructors to gain insights into scoring practices Furthermore, efforts should be made to evaluate the characteristics of good evaluation tools, emphasizing their objective-based nature, comprehensiveness, discriminating power, reliability, validity, objectivity, and practicality Developing assessment rubrics and guidelines based on best practices and engaging stakeholders in the evaluation process could be taken into consideration to ensure alignment with educational objectives and student needs Addressing these recommendations could contribute to enhancing the quality and effectiveness of assessment practices within the university context.

Concluding remark 64 REFERENCES I APPENDIX 1: List of English-major courses XI APPENDIX 2: List of EMI courses

As a researcher invested in the field of language education, I have witnessed the increasing importance placed on aligning assessments with learning outcomes, particularly within the context of Vietnamese higher education The global dominance of the English language across various sectors emphasizes the urgency for educational institutions to equip students with language proficiency aligned with real-world demands This imperative has led to a heightened focus on ensuring that what students learn aligns closely with how their knowledge and skills are evaluated

Through my observations and examinations within the academic community, it has become apparent that while the significance of alignment is widely acknowledged, there remains a dearth of research specifically addressing its application within Vietnamese linguistic programs Therefore, I embarked on this study with the aim of investigating the alignment between course learning outcomes and assessments within linguistic programs at a Vietnamese university

By exploring this alignment, I hope to uncover insights into the effectiveness of current educational practices and provide evidences and personal recommendations for enhancing language education in alignment within the institution context I have studied As an educator myself, I truly desire to contribute to the improvement of instructional design and assessment strategies so that teachers and institution can support students' language proficiency development and overall learning experience

This study has been a journey of exploration and discovery into the alignment between learning outcomes and assessments within linguistic programs at a Vietnamese university Through examination and analysis, I have gained valuable insights into both the strengths and hurdles associated with alignment in language education Analyzing how learning outcomes are written by applying Bloom’s taxonomy helps me to evaluate their measurability, deliverability, and achievability for both teachers and students Additionally, I have evaluated the appropriateness of assessment requirements and methods, gauging their suitability for effectively evaluating students' knowledge and skills

I am optimistic about the impact that the findings of this research can have on educational practices within linguistic programs By bridging the gap in existing literature and offering practical recommendations, I believe we can enhance the quality of language education and better prepare students for success in the globalized world

As I reflect on this research journey, I am reminded of the importance of continual improvement and innovation in educational practices By remaining committed to the principles of alignment and student-centered learning, we can strive towards creating more meaningful and effective learning experiences for students within linguistic programs and beyond

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APPENDIX 1: List of English-major courses

6 Employability Skills (for English major)

15 English Translation and Interpreting Theory

APPENDIX 2: List of EMI courses

11 Vietnam tourist routes and destinations

APPENDIX 3: Examples of evaluation of alignment between assessment and learning outcomes in English-major courses

No Course name Learning outcomes Assessment content Assessment methods

L1: Present knowledge about many different aspects of social life in England, America and some English-speaking countries (Canada, Australia, New Zealand, Singapore) such as history, geography, politics, law, education, economics, media, transportation, social welfare, etc knowledge about many different aspects of social life in England, America and some English- speaking countries (Canada, Australia, New Zealand, Singapore) such as history, geography, politics, law, education, economics, culture

L2: Effectively apply information search skills to collect information about many aspects

L2: Work independently, self- study, search for information about many different

Report designed on Microsoft Sway of social life in the

UK, America and some English- speaking countries (Canada, Australia, New Zealand, Singapore) aspects of social life in the UK, America and some English- speaking countries (Canada, Australia, New Zealand, Singapore) through books, newspapers, the Internet

L3: Analyze information from books, newspapers, the Internet about many aspects of social life in the

UK, America and some English- speaking countries (Canada, Australia, New Zealand, Singapore)

L3: Analyze and synthesize information about many different aspects of social life in the UK, America and some English- speaking countries (Canada, Australia, New Zealand, Singapore) from books, newspapers, and the Internet

L1: Apply knowledge of translation theory to

L1: Apply knowledge of translation theory to translate texts on

Written test translate texts on the topics of Education, Tourism, Information

Technology and Electronic Engineering Technology the topics of Education, Tourism, Information

Technology and Electronic Engineering Technology

L2: Demonstrate positivity, initiative in individual and group work, and professional ethics when translating documents and presenting to the class

L2: Demonstrate positivity, initiative in individual and group work, and professional ethics when translating documents and presenting to the class

L3: Plan effective translation projects Written test

L4: Carry out translation projects effectively according to plan

L4: Carry out translation projects effectively according to plan

L1: Memorize and use vocabulary on familiar topics (animals, travel, space, city life, small organisms/cells, fairy tales, strange work, sea legends, history history ) and some basic reading comprehension strategies (skimming for main ideas, skimming for specific information, identifying references, guessing vocabulary meaning through context, identifying information on tables, identifying

L1: Read and understand texts of 300-400 words in clear language on topics such as animals, travel, space, and urban life

Gap-filling, short answers, vocabulary sequence of events and summarize text to understand short, simple texts (300-

400 words)) L2: Read and understand texts of 300-400 words in length with clear language on topics related to majors or fields of interest and interest

L2: Read comprehension through summarizing and writing comments on readings in the textbook, length of 300-400 words

Word form, matching (word vs definition), matching (multiple choice), mcqs

APPENDIX 4: Examples of evaluation of alignment between assessment and learning outcomes in EMI courses

Course name Intended learning outcomes Test methods

Basic Economics L1: Demonstrate understanding of…

MCQs Presentation Communication in Tourism

MCQs Presentation Oral test Introduction to

Travel Business 1 L1: Demonstrate understanding of…

MCQs Presentation Oral test International

L1: Demonstrate comprehension of … L2: Analyze payment methods, payment instruments, and international payment transactions in the tourism industry

L1: Identify the basic features of … MCQs

L2: Analyse some impacts/visibility of some historical-cultural relics related to

L1: Identify the basic features and achievements of …

L2: Analyse some basic characteristics and influences of …